abstract: My study examined Automated Writing Evaluation tools (AWE) and their role within writing instruction. This examination was framed as a comparison of 4 AWE tools and the different outcomes in the Writing Program Administrators “Outcomes Statement for First Year Composition” (the OS). I also reviewed studies that identify feedback as an effective tool within composition instruction as well as literature related to the growth of AWE and the 2 different ways that these programs are being utilized: to provide scoring and to generate feedback. My research focused on the feedback generating component of AWE and their relationship with helping students to meet the outcomes outlined in the OS. To complete this analysis, I coded the OS, using its outcomes as a reliable indicator of the perspectives of the academic community regarding First Year Composition (FYC). This coding was applied to text associated with two different kinds of feedback related AWEs. Two of the AWE used in this study facilitated human feedback using analytical properties: Writerkey and Eli Review. While the other 2 generated automated feedback: WriteLab and PEG Writing Scholar. I also reviewed instructional documents associated with each AWE and used the coding to compare the features described in each text with the different outcomes in the OS. The most frequently occurring coding from the feedback was related to Rhetorical Knowledge and other outcomes associated with revision, while the most common codes from the instructional documents were associated with feedback and collaboration. My research also revealed none of these AWE were capable of addressing certain outcomes, these were mostly related to activities outside of the actual process of composing, like the act of reading and the various writing mediums. / Dissertation/Thesis / Masters Thesis Composition 2017

Factors associated with and barriers to participation in Supplemental Nutrition Assistance Program (SNAP) and the effect participation has on food security, nutrition status, disease status and quality of life was investigated in a cross-sectional study including 175 HIV infected individuals. In addition, the effect of a targeted nutrition education on nutrition knowledge, readiness to dietary behavior change, nutrition status, disease status and quality of life was also investigated among a subset of the population (N = 45) in a randomized clinical control trial. SNAP participation rate was 70.3%, similar to the State of Florida and national participation rates. SNAP participation was positively and independently associated with being born in the US (P < 0.001), having monthly income less than $1000 (P = 0.006), and receiving antiretroviral treatment (P < 0.001). Participation barriers include denial of participation by program, recent incarceration, living in a shelter where participation is not allowed and unawareness of eligibility status. In regression analyses, SNAP participation was not significantly associated with improved food security, nutrition status, disease status and health related quality of life (HRQOL). Over half (56%) of the population experienced food insecurity and had inadequate intakes of half of the nutrients assessed. Illicit drug, alcohol and cigarette use were high in this population (31%, 55% and 63% respectively), and affected food security, nutrients intake, disease status and HRQOL. The nutrition education intervention resulted in a trend towards improvements nutrition knowledge, self-efficacy, and readiness to change without impacting nutrition status, disease state and quality of life. Food insecurity and other nutrition related issues, with implications for treatment, management and cost of HIV disease, continue to plague infected individuals living in poverty. More resources, including food and nutrition programs, specifically targeted towards this population are needed to address these issues.